"People who don’t live what we live, don’t understand" : youths’ experiences of hypermobility
Benjamin, Saija (2017)
Siirtolaisuusinstituutti
2017
Julkaisun pysyvä osoite on
https://urn.fi/URN:ISBN:978-952-7167-37-3
https://urn.fi/URN:ISBN:978-952-7167-37-3
Kuvaus
1. Introduction
1.1 International mobility
1.2 Reaching beyond “Third Culture Kids”
2. Conceptual Framework
2.1 Identity and belonging in the context of mobility
2.2 The specificities of worldview development in the context of hypermobility
2.3 Conclusions on the conceptual framework
3. Research questions
4. Research Process
4.1 Philosophical underpinnings of the study
4.2 Methodological framework
4.3 Informant sampling
4.4 Data collection
4.5 Data analysis
4.6 Researcher’s position
4.7 Delimitations, reliability and validity
4.8 Reflections on the case study of two international schools
4.9 Ethical considerations
5. Summary of the Publications I–IV
6. Findings and discussion
6.1 The informants
6.2 Individual informant themes
6.3 Master themes for the group
6.4 Life settings: select “international” – on hypermobile childhood
6.5 Press restart and play – on coping with moving and change
6.6 The mobile me – on identity and worldviews
6.7. Connecting… – on belonging
6.8 International schools as agents in transmitting values and worldviews
7. Conclusions
7.1 On studying youth identities
7.2 On hypermobile childhood
7.3 On coping with moving and change
7.4 On identity
7.5 On belonging
7.6 On international education and worldviews
7.7 Turning the gaze beyond this study.
1.1 International mobility
1.2 Reaching beyond “Third Culture Kids”
2. Conceptual Framework
2.1 Identity and belonging in the context of mobility
2.2 The specificities of worldview development in the context of hypermobility
2.3 Conclusions on the conceptual framework
3. Research questions
4. Research Process
4.1 Philosophical underpinnings of the study
4.2 Methodological framework
4.3 Informant sampling
4.4 Data collection
4.5 Data analysis
4.6 Researcher’s position
4.7 Delimitations, reliability and validity
4.8 Reflections on the case study of two international schools
4.9 Ethical considerations
5. Summary of the Publications I–IV
6. Findings and discussion
6.1 The informants
6.2 Individual informant themes
6.3 Master themes for the group
6.4 Life settings: select “international” – on hypermobile childhood
6.5 Press restart and play – on coping with moving and change
6.6 The mobile me – on identity and worldviews
6.7. Connecting… – on belonging
6.8 International schools as agents in transmitting values and worldviews
7. Conclusions
7.1 On studying youth identities
7.2 On hypermobile childhood
7.3 On coping with moving and change
7.4 On identity
7.5 On belonging
7.6 On international education and worldviews
7.7 Turning the gaze beyond this study.
Tiivistelmä
This qualitative PhD study examines the lived experiences of eight young individuals who moved from one country to another several times during their childhood because of their parents' profession, hence the term hypermobility in the title. As international, workbased mobility is increasing, it is of critical importance to observe how it affects childhood in general and how the children experience it in particular. The various socio-emotional aspects related to children’s hypermobility – often overlooked in discourses surrounding internationalization – are examined.
The rising calls for closed borders and nationalism necessitate increasing awareness of the diverse ways of being and belonging in societies and communities. Although based on a small sample of informants, this study opens a window for examining one way of inhabiting this world through the experiences of young mobile individuals. The findings enhance the current understanding of what it is like to grow up in the midst of international relocations in a world predominantly defines by sedentary norms and majority. The study’s conclusions should also prove to be particularly valuable to parents who consider or pursue an international career and for educators who work in schools with a high student turnover.
The rising calls for closed borders and nationalism necessitate increasing awareness of the diverse ways of being and belonging in societies and communities. Although based on a small sample of informants, this study opens a window for examining one way of inhabiting this world through the experiences of young mobile individuals. The findings enhance the current understanding of what it is like to grow up in the midst of international relocations in a world predominantly defines by sedentary norms and majority. The study’s conclusions should also prove to be particularly valuable to parents who consider or pursue an international career and for educators who work in schools with a high student turnover.